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Target Audience: All staff who teach and/or support teaching and learning at Strathclyde

This is a live in-person event.

Engaging Students in Research and Inquiry: Promoting the research-education nexus 

“… the research/teaching nexus … definitely qualifies as one of the most talked about terms in contemporary higher education policy and research.” (Tight, 2016, 305)  

“undergraduate research should … be at the center of the undergraduate experience.” (Hodge, 2007, 1) 

In Scholarship Reconsidered, Ernest Boyer (1990, xii) challenged us to “break away out of the tired old teaching versus research debate.” Knowledge creation is the business of every academic, whether research-active or not.  The main aim of this interactive workshop is to explore the complexity and contested nature of the research-education nexus.  It is suggested that the students are likely to gain the most benefit from research in terms of depth of learning and understanding when they are involved actively, particularly through various forms of research and inquiry-based learning.  The development of such research-based curricula provides challenges to faculty across the sector, not least because they may lead to finding new ways for staff and students to work together. The theme is illustrated with numerous mini-case studies from subjects and institutions worldwide.  Participants will leave the workshop with practical ways in which they can incorporate inquiry learning into their course, regardless of subject or class size. 

Outline 

All participants will be provided with an extensive handout providing a conceptual framework and numerous examples of how the ideas discussed may be put into practice. These will be a useful resource for participants to refer to before, during and after the workshop. Participants are requested to read four of the mini-case studies BEFORE the workshop.  

The following topics will be covered: 

1. Developing the research-education nexus 

1. Different ways of engaging students in research and inquiry 

1. Strategies for engaging students in research and inquiry at the beginning of their undergraduate course and in the final year 

1. Strategies for engaging students in research and inquiry across programmes  

1. Action planning 

There will be plenty of opportunities for participants to explore the ideas and practices discussed during the workshop, ask questions, and share their own experiences and challenges of engaging students in research and inquiry activities.  

Mick Healey is an HE Consultant and Researcher, and Emeritus Professor at the University of Gloucestershire. He is The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada and a Visiting Professor at The University of Westminster, UK. Mick is an experienced presenter. He has written and edited over 250 papers, chapters, books and guides on various aspects of teaching and learning in HE, and has over 17,000 citations. He is currently writing an extensive report for the University of Westminster on The research-education nexus: Engaging students in research and inquiry. Last year, he wrote a report for them on Enhancing Working in Groups and Teams in Learning and Teaching in Higher Education. He is the inaugural Senior Editor of the International Journal for Students as Partners. He is one of the founding members of the International Society for the Scholarship of Teaching and Learning (ISSoTL) and was made a National Teaching Fellow (NTF) in the first cohort in 2000. Mick is an experienced presenter.  Since 1995 he has given over 600 educational presentations in more than 25 different countries.  

Ruth Healey is a Professor of Learning and Teaching in Higher Education at the University of Chester, UK where she has been since 2009.  In 2016, she joined Healey HE Consultants.  She has actively researched learning and teaching issues since 2004.  Her pedagogic research interests include teaching for social transformations, debates, ethics, and students as partners.  Ruth has written over 40 pedagogic publications and has given over 50 workshops, presentations, and keynotes in 10 different countries. In 2017 she was awarded an NTF; and in 2019 was awarded one of nine inaugural fellowships of the ISSoTL. She was on the Editorial Board of the Journal of Geography in Higher Education for 15 years (2009-2024) and is one of the inaugural Editors of the International Journal for Students as Partners (2016-). In 2024 she was made a SEDA Senior Fellow. 

Mick and Ruth last year co-authored The role of academic developers in initiating, developing, and supporting student-staff partnerships in learning and teaching in higher education: A systematic narrative literature review and a new framework (International Journal for Academic Development, 1-29); and Discovery and Co-creation of Learning: Sector Insights Guide(Heriot-Watt University). They are running a three-year programme at the University of Strathclyde designed to develop the capacity of staff and students to engage in SoTL. 

A list of references may be found at www.healeyheconsultants.co.uk. Extensive bibliographies on engaging students in research and inquiry, and students as partners and change agents are available on our website under resources.  

This is a one-off event, there is no wait list.

Accessibility

Remove all that do not apply-

On-campus activity

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• There will / will not be audience participation
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• In line with current University health and safety guidance, attendees are encouraged to use face masks
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• Digital copies of resources will be emailed to participants in advance of delivery as standard / upon request
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• Please contact osdu-equity@strath.ac.uk to discuss any further access requirements

Prerequisites

Cancellation Policy

When applying for a course, you should note that there will be a £50* charge to your Department / School if you do not attend your place on the course. There will be no charge as long as you cancel your booked place before the event or notify our staff at osdu@strath.ac.uk that you can no longer attend.

A Department / School is welcome to send someone else in your place if they wish without incurring a charge, providing that person has the necessary prerequisites for the course. In the case of courses split over more than one day, you are expected to attend ALL parts of the course.

*This is the standard charge for cancellation or non-attendance of a course of 1-day duration or less. For some courses, there may be a higher cancellation charge and if this is the case you will be advised of this at the time of booking.